Goose Creek CISD
Special Education2012 - 2013
Districtwide Staff Development ConferenceFebruary 15, 2013
STAAR ACCOMMODATIONSAn Overview and Update of TEA’s
Policies
PRESENTERSGoose Creek Memorial Feeder:
Pauline Timmons- Brown, Coordinator
Sterling Feeder: Carmen Figueroa, Coordinator Mandie Yasso, Diagnostician
Lee Feeder:Kelley Watt, Coordinator
Belinda Williams, Diagnostician
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Today’s Five Norms• Make yourself comfortable – take a break if
you need it.
• Set aside and silence all electronics.
• Take full advantage of being together today by being an active participant.
• Creating a safe environment is key to sharing concerns and challenges.
• Enjoy the Session!
Please Note:
This training does NOT take the place of
reading the appropriate manuals.
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Testing Humor
More Testing Humor
OK, Last One…
LEARNING OBJECTIVES
1. Specific Accommodations Policies
2. Accommodations for Students with Disabilities
3. The Accommodations Triangle4. Policy Changes
Resourcehttp://www.tea.state.tx.us/student.assessment/
staar/
SPECIFIC ACCOMMODATION
POLICIES
Who Might Need an Accommodation?
For purposes of statewide assessments, a student needing accommodations due to a disability includes:
• A student with an identified disability who receives special education services and meets established eligibility criteria for certain accommodations;
• A student with an identified disability who receives Section 504 services and meets established eligibility criteria for certain accommodations;
• A student with a disabling condition who does not receive special education or Section 504 services but meets established eligibility criteria for certain accommodations.
Who Determines Need? For students receiving special education
services, the IEP committee; For students receiving Section 504 services,
Section 504 placement committee; Where a student does not receive services but
meets eligibility criteria because of a disabling condition, the decision is made by an appropriate team at the campus level.
Applies to students taking STAAR, STAAR Spanish, STAAR Modified, STAAR L, and TELPAS.
Optional Test Administration Procedures and Materials
Some procedures and materials that have been “testing accommodations” in previous years will now be considered “Optional Test Administration Procedures and Materials”
Available to any student who needs them Not intended for every student in a class or
disability category Related to best practices for instruction Used during the statewide assessment but is
not recorded on student’s answer document
Examples of Optional Test Administration Procedures and
Materials Reading the test aloud to self Colored overlays Blank place markers Preferential seating Scratch paper Magnifying devices Special lighting Highlighters / colored pencils Signed directions Minimize distractions Reading assistance for Grade 3 Math
ACCOMMODATIONS FOR STUDENTS WITH
DISABILITIES
Utilizing Accommodations
The use of accommodations
should be occurring in the classroom on a
daily basis.
What Accommodations Are Are changes to instructional materials,
procedures, or techniques that are made on an individual basis and allow a student with a disability to participate in grade-level or course instruction and testing.
Should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year.
What Accommodations Are Not Are NOT changes to the content
being assessed and should not replace the teaching of subject-specific knowledge and skills as outlined in the TEKS.
Should NOT be provided to an entire group of students, such as those in the same class or with the same disability.
Accommodations Are . . . Changes to instructional materials, procedures, or
techniques that allow a student with a disability to participate meaningfully in grade-level or course instruction;
Should be effective in allowing a student access to the TEKS;
Must be individualized for each student; Intended to reduce the effect of a student’s disability; Should be routinely used during classroom instruction and
testing; May be appropriate for classroom use but may not be
appropriate or allowed for use on a statewide assessment; Should be documented in the appropriate student
paperwork; Should be evaluated regularly to determine effectiveness.
Accommodations Are Not . . .
Necessary for every student; Changes to the performance criteria of an
assignment or assessment; Changes to the content being assessed and
should not replace the teaching of subject-specific knowledge and skills as outlined in the TEKS;
Should not be provided to an entire group of students;
Intended to provide a student with a disability an advantage;
Should not be provided to a student without evidence of effectiveness from year to year.
Using Accommodations on Statewide Assessments
Accommodations provided to students during classroom instruction and testing may differ from those allowed for use on statewide assessments;
Should not discourage the use of appropriate accommodations during instruction;
Opportunity to learn verses measuring mastery of state-mandated curriculum.
THE ACCOMMODATION
TRIANGLE
Testing Accommodations After determining the instructional
accommodations that are effective for a student, determine whether the accommodation(s) are allowed on a statewide assessment.
The Accommodation Triangle organizes accommodations for students with disabilities by type in accordance with the specificity of the eligibility criteria and the need for TEA approval.
The accommodation type is recorded on the student’s answer document.
The Accommodation Triangle
Type 1
Type 2
Type 3
Defining “Routinely, Independently and
Effectively” Routinely-Used often enough that student is familiar and comfortable using accommodation on a statewide assessment -Not necessarily used every day
Independently-Only applicable to some accommodations (e.g., applies to use of a calculator but not to an oral administration)
Effectively-Accommodation meets student needs as evidenced by scores and observations with or without accommodation use
Type 1 Accommodations Available to students who have a specific
need; For students who routinely, independently,
and effectively use the accommodation during classroom instruction and testing;
It is not necessary to submit an Accommodation Request Form to TEA;
Examples include: Individual or small-group administration Reminders to stay on task Amplification devices Projection devices
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Type 2 Accommodations Includes the requirements of Type 1,
along with specific eligibility criteria; It is not necessary to submit an
Accommodation Request Form to TEA; Examples include:
Spelling assistance Math manipulatives Calculation devices Supplemental aids Extra time Large print Dictionary
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Type 3 Accommodations Requires the submission of an
Accommodation Request Form to TEA; Determined by the appropriate team at the
campus level (e.g., ARD committee, Section 504 placement committee, RTI team, student assistance team);
Student must meet ALL eligibility criteria listed;
Examples include: Transcribing Photocopy Extra Day
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The Accommodation Triangle
Description of Accommodation
Assessments
Supplemental Aids
Supplemental aids are paper-based resources that assist a student in recalling information.
For a student who meets the eligibility criteria, this accommodation may be used on •STAAR•STAAR Spanish•STAAR Modified•STAAR L
Student Eligibility Criteria
A student may use this accommodation if he or shereceives special education services,
routinely, independently, and effectively uses this accommodation during classroom instruction and testing, and
has a disability that affects memory retrieval, focus, or organization that is severe enough to prevent him or her from learning and retaining information as effectively as non-disabled peers despite multiple opportunities to learn, varied instructional strategies, and high-quality instruction.
Eligibility Criteria Clarification If the eligibility criteria looks similar to
this…
…then the student must meet ALL of the criteria listed
“and” means that ALL lines with a check box must be true
Texas Education Agency Fall 2012
Eligibility Criteria Clarification If the eligibility criteria looks like this
Then the student must meet ALL of the first few bullets AND
ONE of last few bullets.
Texas Education Agency Fall 2012
TEA 12/2011
Examples of Supplemental Aids
Only the following supplemental aids listed are allowed for eligible students: Mnemonic Devices (all subjects) Blank Graphic Organizers (all subjects) Math Charts (mathematics) Graphics & Pictorial Models (mathematics) Grammar & Mechanics Rules (written
composition) Graphics (science / social studies)
No accommodation request form is required;
There is no special request process for additional supplemental aids.
Mnemonic Devices Mnemonic devices may be used for
ALL subjects. A mnemonic device is a learning
technique that assists with memory. Only mnemonic devices that are acronyms or phrases based on an acronym should be used. The subject-specific words that the mnemonic represents are NEVER allowed.
All Subjects: Mnemonic Devices
40TEA 12/2011
PEMDAS or
PleaseExcuse
MyDear AuntSally
DMSB orDadMotherSisterBrother
KPCOFGS orKingPhilipCameOver ForGoodSpaghetti
Parentheses Exponents Multiplication DivisionAddition Subtraction
DivideMultiplySubtract Bring down
KingdomPhylumClassOrder FamilyGenusSpecies
All Subjects: Mnemonic Devices
41TEA 12/2011
Blank Graphic Organizers Blank graphic organizers may be used
for ALL subjects. Blank graphic organizers should
NEVER contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables.
All Subjects: Blank Graphic Organizers
Group 1
Group 2
1&2
43TEA 12/2011
All Subjects: Blank Graphic Organizers
Tertiary Consumer
Secondary Consumer
Pri
mary Consumer
Pri
mary Producer
44TEA 12/2011
All Subjects: Blank Graphic Organizers
G45
TEA 12/2011
Mathematics Addition charts may be used. The addition chart must be a grid
used to find the sum, not a list of addition facts. Each axis may be numbered up to 9, but no higher than 9. Indicating special numbers (e.g., highlighting or circling even numbers within the body of the chart) is NEVER allowed.
Mathematics: Addition Charts
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1 + 1 = 22 + 2 = 43 + 3 = 64 + 4 = 85 + 5 = 106 + 6 = 127 + 7 = 148 + 8 = 169 + 9 = 1810 + 10 = 20TEA 12/2011
Mathematics Multiplication charts may be used. The multiplication chart must be a
grid used to find the product, not a list of multiplication facts. Each axis may be numbered up to 12, but no higher than 12. Indicating special numbers (e.g., highlighting or circling perfect squares within the body of the chart) is NEVER allowed.
Mathematics: Multiplication Charts
1 x 0 = 0 2 x 0 = 01 x 1 = 1 2 x 1 = 2 1 x 2 = 2 2 x 2 = 41 x 3 = 3
TEA 12/2011
X X
Mathematics A 100 chart may be used. Indicating special numbers (e.g.,
highlighting or circling prime numbers within the body of the chart) is NEVER allowed.
Mathematics: 100 Chart
51TEA 12/2011
Mathematics A place value chart may be used. Words for place value labels and a
decimal point are allowed only if they are grade-appropriate. Including numbers as specific examples is NEVER allowed.
Mathematics: Place Value Chart
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7 1 . 2
TEA 12/2011
Mathematics Pictorial models of fraction bars or
fraction circles may be used. The models may be labeled to
show each individual fraction, but they should NEVER show equivalencies or a cumulative sequence.
Mathematics: Pictorial Models of Fractions
55TEA 12/2011
Mathematics Pictorial models of one-, two-, and
three-dimensional figures may be used. The figures may NEVER contain titles,
words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables.
A pictorial model of a geometric figure may be provided in either three-dimensional form or two-dimensional form (net), but NOT in both forms.
Mathematics: Pictorial Models of Geometric Figures
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TRIANGLE
vertex
TEA 12/2011
Mathematics: Pictorial Models of Geometric Figures
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OR
NOT 3-D and 2-D on the same aid
TEA 12/2011
Written Composition A list of grade-appropriate
grammar and mechanics rules may be used.
This list may NEVER contain any specific examples.
Written Composition: Grammar & Mechanics Rules
60TEA 12/2011
Written Composition: Grammar & Mechanics Rules
61TEA 12/2011
Science Graphics of scientific concepts may
be used. The graphics should NEVER
contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables.
Science: Graphics of Scientific Concepts
TEA 12/201163
Science: Graphics of Scientific Concepts
64TEA 12/2011
Science Formula triangles representing
relationships between variables may be used.
Only formulas that appear on the appropriate state-supplied reference materials may be represented. The triangles may only include variables. Symbols for mathematical operations (e.g., x, ÷) are NEVER allowed.
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Science: Formula Triangles
W
Work
dF
distance force X÷
m
D V
mass
density volume
Work = (force)(distance)
Density = mass/volume
TEA 12/2011
Social Studies Blank maps may be used. Blank maps should NEVER contain titles,
words, labels, colors used a labels, pictures, acronyms, mnemonics, numbers, symbols, or variables. A student could use both physical and political world or U.S. maps.
In addition, unlabeled maps that represent historic events may be used (e.g., an unlabeled map that represents the stages of U.S. territorial expansion).
Social Studies: Blank Maps
68TEA 12/2011
Social Studies: Blank Maps
69TEA 12/2011
Social Studies Timelines may be used if they
contain only dates. Labeling the events connected
with those dates in any way is NEVER allowed.
Social Studies: Timelines
71TEA 12/2011
Special Considerations• If the use of an accommodation is distracting to
other students or compromises the security of the test, an individual administration is required.
• Colors may be used in a supplemental aid to enhance readability or improve tracking, but may never be used as a label.
• Pictures may be used in pictorial models of geometric figures and graphics of scientific concepts, but not in other supplemental aids.
• Using a supplemental aid as an accommodation during classroom instruction and testing should not replace the teaching of subject-specific skills as outlined in the TEKS.
TEA 12/2011
TEA 12/2011
Special Considerations The student must be able to understand the
information that the supplemental aid provides and simply need assistance recalling the concepts.
The test administrator may not remind the student to use the supplemental aid or explain to the student the information included on the supplemental aid.
The supplemental aid must be factual and error-free. The supplemental aid must be concise and well
organized so that a student can easily access the information.
If a student writes on the supplemental aid while taking the statewide assessment, the supplemental aid must be destroyed after testing.
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New Accommodation
Policy
TEA TETN #14294
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Mathematics Scribe Type 3 Requires ARF if the student meets all of the
eligibility criteria listed Last year it was considered under the “Other”
category Allows a test administrator to record a
student’s dictated scratch work and computations when a disabling condition prevents the student from accomplishing this task independently.
Applies to all math and science testsTEA TETN #14294
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Mathematics Scribe Summary of Eligibility
Routinely and effectively uses this accommodation Unable to independently and effectively use scratch paper or
a calculator Temporary or permanent physically disabling condition or
impairment in vision The eligibility criteria describes a student with a
significant physical disability. Therefore, approvals for this accommodation are rare.
In 2012, only 33 ARFs were approved for Math Scribe. Approved ARFs receive specific guidelines outlining
the interaction between the student and test administrator that is and is not allowed
TEA TETN #14294
SUMMARY
What resources are available to help with Accommodations for
Students with Disabilities?
Available Resources
http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/#triangle
Have a FantasticWeekend!
Thank You For Your
Participation Today!
The mission of the GCCISD Special Education Department is to support the campuses in order to
nurture inclusionary environments, enhance
student achievement, and maintain compliant special
education programs.